Loki (comics) Journey into Mystery What is the relation between Loki and MC2 I don't know. What is the relation between Loki and Journey to Mystery? Loki revealed to his brother that he was attempting to learn more about Earth and humans, to which Thor approves. What happened after that? On returning to Earth, he witnessed Odin striking down Thor. What did Odin did next? Odin prepared all of Asgard for an unknown battle and imprisoned Thor for attempting to protect Midgard from being scoured.
What are the tools required for the process?
What are the tools required for Odin to prepare Asgard for battle?
With the Asgardian population other than Thor still wary of Loki, Loki revealed to his brother that he was attempting to learn more about Earth and humans, to which Thor approves. When a magpie exploded in his quarters carrying a key, it led to a chain of events where at the end, Loki was contacted by an echo of his former incarnation, who revealed he chose to sacrifice himself fighting the Void as part of a greater plan which would involve his death and return. The child Loki refused to follow this path, wanting to be his own person, and transformed the spirit of his former self into a magpie named Ikol. On returning to Earth, he witnessed Odin striking down Thor.  Odin prepared all of Asgard for an unknown battle and imprisoned Thor for attempting to protect Midgard from being scoured. Loki, who disagreed with Odin's actions, was put to work by Volstagg into cleaning the stables of Thor's goats to keep him out of trouble and danger. Using the wool of one of the goats, Loki descended into the roots of the World Tree at the advice of Ikol to ask questions from the Nornish women who live there. After receiving his answers, Loki wept but decided to turn to the imprisoned Thor for his opinion before making his final decision. Breaking into the prison by stealth, Loki asked his brother what he would do if he had to let something bad happen in order to prevent something worse from happening and what if it cost him everything. With Thor's answer, Loki decided to free one of the imprisoned Hel Wolves and bind it to him in servitude using the bridle of Thor's goats. He revealed he needed help from one more 'personage' before heading for the realm of Hela.  Having recovered Thor's hammer after he was killed and erased from memory following the war against the Serpent, Loki was able to work with the Silver Surfer to restore the hammer to its natural state and send it to Thor in the afterlife, restoring his memory and allowing him to fight his way back into the realm of the living. After Thor's return, Ikol would afterwards reveal that circumstances had been manipulated to force the young Loki to allow his former personality to subsume him and live again, his former slate wiped clean by the "new" Loki's actions. During his adventures, the young Loki had inadvertently helped create and was tied to a powerful artifact that was about to be used by Mephisto to conquer all the Hells and ultimately everything. However, if the new Loki ceased to be, the artifact would lose all power. Seeing no other option, Loki allowed Ikol to become Loki again, ceasing to be, but he warned beforehand that the Ikol personality was incapable of true change and believed this older persona would ultimately be stopped by those who always stopped him before, his brother included. CANNOTANSWER
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Continuous configuration automation (CCA) is the methodology or process of automating the deployment and configuration of settings and software for both physical and virtual data center equipment.

Overview
Continuous configuration automation is marketed for data center and application configuration management. CCA tools use a programmable framework for configuration and orchestration through coding, planning, and incrementally adopting policies.

Relationship to DevOps
CCA tools are used for what is called DevOps, and are often included as part of a DevOps toolchain. CCA grew out of a push to develop more reliable software faster. Gartner describes CCA as “Embodying lean,  agile and collaborative concepts core to DevOps initiatives, CCA tools bring a newly found level of precision, efficiency and flexibility to the challenges of infrastructure and application configuration management.”

Tools
CCA tools support administrators and developers to automate the configuration and Orchestration of physical and virtual infrastructure in a systematic way that give visibility to state of infrastructure within an enterprise. Generally thought of as an extension of infrastructure as code (IaC) frameworks.  CCA tools include Ansible, Chef software, Otter, Puppet (software), Rudder (software) and SaltStack. Each tool has a different method of interacting with the system some are agent-based, push or pull, through an interactive UI. Similar to adopting any DevOps tools, there are barriers to bring on CCA tools and factors that hinder and accelerate adoption.

Notable CCA tools include:

Evaluation factors
Evaluations of CCA tools may consider the following:

Skills, training, and cost required to implement and maintain tool 
Content and support of the Platform and Infrastructure – tool specified for Windows or Linux etc. 
Delivery method and likening flexibility – important for scalability 
Method of interacting with managing system
Support and training availability and cost
Incorporation of orchestration with configuration management
Security and compliance reporting

See also
Agile software development
Continuous delivery
Continuous Integration
DevOps toolchain
Infrastructure as Code
Software configuration management
WinOps

References

Agile software development
Software development process
Configuration management
Systems engineering
Orchestration software A game development tool is a specialized software application that assists or facilitates the making of a video game. Some tasks handled by tools include the conversion of assets (such as 3D models, textures, etc.) into formats required by the game, level editing and script compilation.

Almost all game development tools are developed by the developer custom for one game, or by a console manufacturer (such as Nintendo or Microsoft) as part of a game development kit.  Though tools may be re-used for later games, they almost always start out as a resource for a single game.  While many COTS packages are used in the production of games—such as 3D packages like Maya and 3D Studio Max, graphic editors like Photoshop and IDEs like Microsoft Visual Studio—they are not considered solely game development tools since they have uses beyond game development.

The game tools may or may not be released along with the final game, depending on what the tool is used for.  For contemporary games, it is common to include at least level editors with games that require them.

History
Early in the history of the video game industry, game programming tools were non-existent.  This wasn't a hindrance for the types of games that could be created at the time, however.  While today a game like Pac-Man would most likely have levels generated with a level editor, in the industry's infancy, such levels were hard coded into the game's source code.

Images of the player's character were also hard-coded, being drawn, frame by frame, by source code commands.  As soon as the more technologically advanced use of sprites became common, game development tools began to emerge, custom programmed by the programmer.  Today, game development tools are still often programmed by members of the game development team by programmers, often whose sole job is to develop and maintain tools.

Examples
Bitsy: A game development tool featured exclusively at itch.io

Use
Numerous tools can be used to assist in game development.  Often developers use tools to convert 3D model formats and graphic image formats into custom formats (though, increasingly, importers and exporters handle these tasks).  Level editors are used to create environments and other tools may be used to view assets before they are incorporated in the game.  For a contemporary commercial game, a half dozen tools or more may be used to assist in the game creation process.

Game tools change very often during the development process.  The look and facility of a tool from the beginning of a project to the end may change dramatically.  Often features are added with very little testing to assist other developers as fast as possible.  The use of a tool also changes so much that users may have difficulty operating it from one day to the next as late-added features change how it is to be used.  Since facility is often the primary goal for tools, they may be very user-unfriendly, with little or no built-in help.  For tools that are to be shipped with the game, often debugging and user-friendly features are done near the end of the development process.

Outside of the game development team during the game's creation, many tools would have little facility.  Level editors, however, once entirely proprietary, have increasingly been included with the shipping game to allow users to create their own game scenarios.  Some games, such as Firaxis' Civilization IV, are built with user modification in mind and include numerous tools for game customizing.

See also
 Game engine

Video game development Competence assessment is a process in which evidence is gathered by the assessor and evaluated against agreed criteria in order to make a judgement of competence. Skill assessment is the comparison of actual performance of a skill with the specified standard for performance of that skill under the circumstances specified by the standard, and evaluation of whether the performance meets or exceed the requirements. Assessment of a skill should comply with the four principles of validity, reliability, fairness and flexibility.

Formative assessment provides feedback for remedial work and coaching, while summative assessment checks whether the competence has been achieved at the end of training. Assessment of combinations of skills and their foundational knowledge may provide greater efficiency, and in some cases competence in one skill my imply competence in other skills. The thoroughness rewired of assessment may depend on the consequences of occasional poor performance.

Principles of assessment

Validity
Validity is the primary requirement. If the assessment is not valid, then the other characteristics are irrelevant. Validity means that an assessment process effectively assesses what it is claimed and intended to assess. To achieve this the assessment tools must address all requirements of the standard to the appropriate depth (neither too much nor too little) and be repeated often enough to ensure that the required performance is repeatable.

The training standard that specifies the competency is the benchmark for assessment, and to be valid the assessment must comply exactly with its requirements, so that nothing required by the standard is omitted, and nothing that is not required is included.

The assessment tools for a skill therefore need to be designed so that they allow the skill to be tested in compliance with the requirements of the standard. It can be useful to map the assessment tools to the specific competences to ensure that they cover the full scope of the standard.

There may be a requirement for periodical validation of assessment tools. This process generally involves mapping the tools against the standard and checking that the tools comply with the other principles of assessment and the rules of evidence.

Reliability
After validity, reliability is essential. A reliable assessment is one where the evidence elicited and interpretation of evidence is consistent with the skill required, so that the assessment consistently produces outcomes that are compliant with the standard. The assessment decision of a given observed performance should not vary for different assessors. The same evidence should lead to the same outcome.

To achieve this, the assessment tool must provide sufficient guidance for the assessor. In practice the assessment instrument provided to the candidate should be paired with an assessor guide which provides instructions to the assessor to guide their judgement of satisfactory performance or acceptable answers to questions.

Fairness
To be fair the assessment process must be clearly understood by the candidates, and there must be agreement by both assessors and candidates that candidates’ reasonable needs circumstances are addressed.

The assessment tool can provide evidence that the process is understood and accepted by the candidate, by having a place where a statement to this effect is signed by the candidate at the start of the assessment. A further statement that the assessor has checked with the candidate for any special circumstances or requirements can also be included. Reasonable adjustment must not compromise the validity or reliability of the assessment.

Flexibility
Flexibility of assessment is desirable where reasonably practicable. This is a feature that should be inherent in the assessment tools for the skill, and should take into account the expected variability of circumstances, including variations in candidates, equipment, location, environmental conditions and other things not entirely under the control of the assessor, but within the scope of the competence requirements. Flexibility does not imply bending the rules, or failing to comply with the specifications of the standards. All performance criteria must be addressed.

Types of assessment

Formative assessments are formal and informal tests, tasks, quizzes, discussions or observations taken during the learning process. These assessments identify strengths and weaknesses and provide feedback to modify the consequent learning activities to facilitate efficient learning and skill development.

Summative assessments evaluate skills at or after the end of an instructional unit, to ensure that competence has been achieved. At this point remedial work may no longer be practicable.

Integrated assessment is part of the learning and teaching process, and can take place at various stages of a learning programme. Assessments may combine assessment of theory and practice. Some skills may need separate and specific assessment, but others can be combined for efficiency.

Assessment is not an event that only occurs at the end of training, it is most effective when continuous and when providing constant feedback on progress and problems, allowing timely intervention where useful. In many cases a sample of evidence is sufficient to infer competence over a fairly large range, as competence in a skill that requires competence in other skills may be a proxy for those more foundational skills.

Comprehensive planning is usually necessary to produce robust assessment tools that suit the training programme and do justice to both the training standard and the learners.

Assessment methods
Assessment of practical skills is usually best done by direct observation of performance in conditions as close as reasonably practicable to  the circumstances in which the skill would normally be practiced. Where this is not reasonably practicable, simulations may be appropriate, to whatever level of accuracy is available. Assessment of realistic combinations of skills may save a lot of time, and scenarios may be devised that allow simultaneous and sequential assessments of several skill in one assessment session.

The number of repetitions required will also depend on how critical the skill is considered to be. A single successful demonstration may be sufficient to show that the candidate can perform a task when the consequences are minor. Several sequential faultless performances may be required if another person's life will depend on correct performance.

Assessment tools
Assessment tools for practical skills may describe a task to be done, and the assessors guide should generally list the stages of the task and the details the assessor should check off as they are done. Where order is important, this should be mentioned. A checklist may be provided as permanent record, or a video may be taken. In some cases there will be a product which can be retained as long term evidence along with the paperwork or database records.

See also

References

Educational assessment and evaluation